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Tech-Based Lesson
Please complete this template once each Quarter for each Content Area. Fill out each section of the template and be as detailed as possible.
*Please write First and Last Name below
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- Lesson Plan Template based on TPACK Model by Mishra/Koehler/Shulman. The overlap of Technology, Pedagogy, and Content brings the 21st Century Classroom to life.
Technology, Pedagogy, and Content Knowledge:
TPACK is an emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.
By simultaneously integrating knowledge of technology, pedagogy and content, expert teachers bring TPACK into play any time they teach. Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts. Ignoring the complexity inherent in each knowledge component or the complexities of the relationships among the components can lead to oversimplified solutions or failure. Thus, teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate, so that they can construct effective solutions. This is the kind of deep, flexible, pragmatic, and nuanced understanding of teaching with technology we involved in considering TPACK as a professional knowledge construct.
Authored By:
Matthew J. Koehler
Michigan State University
mkoehler@msu.edu
Punya Mishra
Michigan State University
punya@msu.edu
See Chart Below
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- What is today's Date?*
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- What Quarter is this Lesson Plan for?*
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- What is the title of this lesson?*
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- What is the content area of this lesson?*
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- What was/were the Instructional Method(s) or Strategy (ies) used to teach this lesson?*
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- Why did you choose the instructional method(s) or strategy (ies) used?*
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- What was/were the Technology (ies) used in this lesson?*
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- Why was/were the Technology (ies) used in this lesson?*
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- What were the materials used in this lesson?*
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- Basic Concept of Lesson (Details): What are students doing? *
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- Learning Goal(s) of Lesson?*
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- Which 21st Century Learning Skills were addressed in this lesson? *
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- How were these/this 21st Century Skills/Skill addressed in the lesson?*
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- Use this area to indicate what "Other" was chose from question #3 and #5, and any other comments.
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